Ming Tak Hue – författare

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.

Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.

This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.

Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.

This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.

This book examines management and leadership for the promotion of inclusion as well as the catering for diversity, with the provision of cases on supporting students with special educational needs (SEN).

Drawing from the literature of local and international studies, this book fuses theory, policy, practice and application to reveal how the principles of diversity and inclusion, along with their policies are translated at the operation level within a school organisation. Highlighting the perspective of East Asian societies, the book explores the experiences of Hong Kong schools in implementing the Integrated Education policies through the Whole School Approach and the 3-tier intervention model. Further, the debate between the integration model in the mainstream schools and the segregation model in Special Schools is highlighted as a significant theoretical issue. The discussion and the report of these schools’ experiences illuminates the challenges encountered when adapting and applying Western theories and models within the contexts of Hong Kong and East Asian societies. The chapters focus on the experiences of Hong Kong schools, but its insights have broader implications for research and the bridging of policy and practice across various societies in East Asia.

It is a must-read for researchers, scholars and academics with a keen interest in recent developments around inclusive leadership as well as organisational support for diversity in Asian education.

This book examines management and leadership for the promotion of inclusion as well as the catering for diversity, with the provision of cases on supporting students with special educational needs (SEN).

Drawing from the literature of local and international studies, this book fuses theory, policy, practice and application to reveal how the principles of diversity and inclusion, along with their policies are translated at the operation level within a school organisation. Highlighting the perspective of East Asian societies, the book explores the experiences of Hong Kong schools in implementing the Integrated Education policies through the Whole School Approach and the 3-tier intervention model. Further, the debate between the integration model in the mainstream schools and the segregation model in Special Schools is highlighted as a significant theoretical issue. The discussion and the report of these schools’ experiences illuminates the challenges encountered when adapting and applying Western theories and models within the contexts of Hong Kong and East Asian societies. The chapters focus on the experiences of Hong Kong schools, but its insights have broader implications for research and the bridging of policy and practice across various societies in East Asia.

It is a must-read for researchers, scholars and academics with a keen interest in recent developments around inclusive leadership as well as organisational support for diversity in Asian education.

In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national versus ethnic identity; teacher education issues; and parental concerns. The authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.

In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national versus ethnic identity; teacher education issues; and parental concerns. The authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education.

The themes addressed in the book include:

School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education.

The themes addressed in the book include:

School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.